Discovering Textures

Overview

In this first lesson of “Media Explorations in Art”, students begin exploring how different materials feel and look. They will create a small texture collage using observation, simple choices, and art vocabulary.

Learning intentions

• WALT explore and compare different textures using touch and sight.
• WALT select materials to make textures in an artwork.
• WALT describe what I see and feel using simple, clear words (e.g. smooth, rough, bumpy).
• WALT create a texture collage by arranging pieces neatly.

Success criteria

• I can choose at least 3 different textures and name them using simple words.
• I can make a texture collage that includes glue and careful placement.
• I can explain one thing my texture collage shows (e.g. “This one is rough because…”).
• I can look after materials and keep my workspace tidy.

Curriculum links

• The Arts (Art): students explore visual arts ideas through sensory experiences and make artworks by experimenting with materials and processes.
• Key competencies:
• Thinking: describing and comparing textures; making choices for their artwork.
• Managing self: following steps, keeping workspace safe and tidy.
• Participating and contributing: sharing observations during discussions.
• Communicating: using art words to talk about textures.

Lesson structure (45 minutes)

1. 0–5 min · Welcome + hook. Teacher shows a quick “texture tray” (e.g. smooth card, bubble wrap, sandpaper square, wool). Students take one careful turn to touch and name what they feel using sentence stems from the board (e.g. “It feels…” “It looks…”).

2. 5–12 min · Explore textures (station activity). Teacher sets 4 stations around the room. Students rotate in pairs, spending about 1–2 minutes per station. Teacher circulates and prompts comparisons: “Which one is rough/smooth?” “How do you know?”

3. 12–18 min · Mini teach: how to make a texture collage. Teacher models the process on a sample sheet:

• Choose 3–5 texture pieces.
• Test placement before gluing.
• Glue carefully, then press to secure.
• Add a title or label if time allows (e.g. “My Rough Texture”).

4. 18–30 min · Create: texture collage (teacher-supported). Students create their collage on provided paper/card.

• Teacher gives each student a small “texture choice pack” of materials (paper scraps, fabric, string, cut sponges, textured materials).
• Teacher checks glue safety and tidy habits (cap glue, wipe fingers).
• Students aim for a balanced layout (not all pieces in one spot).

5. 30–39 min · Art share + language practice. In pairs or small group, students complete a short talk:

• “I used ___ textures.”
• “My favourite texture is ___.”
• “My picture shows ___ because it feels/looks ___.” Teacher listens for correct use of texture words and gently repeats accurate phrasing.

6. 39–45 min · Quick reflection + pack up. Students do a 1-minute self-check: “Did I include 3 textures?” “Is my collage neat?” Teacher collects materials and confirms next lesson readiness.

Resources

• Texture tray items: bubble wrap, sandpaper square, felt/wool, ridged paper, sponge, string, fabric scraps
• Texture choice packs (pre-cut small pieces)
• Card/paper base for each student
• PVA glue sticks or child-safe liquid glue (teacher decides), glue bottles with caps
• Scissors (if required), paper scraps, cotton buds for small glue dots
• Paintbrush for spreading glue (optional)
• Wipes/paper towels, small bins for rubbish
• Sentence stems on a class chart
• Art vocabulary cards: smooth, rough, bumpy, soft, scratchy, shiny (teacher selects based on available materials)

Assessment

• Ongoing teacher observation during stations: can students describe and compare textures?
• Check collage success: at least 3 textures chosen and glued securely; workspace tidy.
• Short oral assessment during share: students use at least one sentence stem with a texture word.
• Optional quick visual checklist for teacher: Texture count, neatness, use of vocabulary.

Differentiation

• Support for learners needing extra help:
• Provide sentence starters with picture cues (e.g. word + icon).
• Limit choices to 3 textures at first, then offer additional textures once they start gluing.
• Give step-by-step visual cards for the collage process.
• For students who may struggle with reading:
• Use teacher read-aloud instructions and vocabulary cards rather than written tasks.
• Allow pointing to texture words/icons instead of reading full sentences.
• Extension for fast finishers (built in without interrupting others):
• Encourage adding a fourth/fifth texture and creating a simple title label.
• Ask: “Which texture is the most similar to ___? Why?”
• EAL or additional support needs:
• Pair with a supportive peer; pre-teach 3 key texture words that match the texture tray items.

Dyslexia-friendly reading options

• Keep written instructions short and mostly visual (icons for touch, choose, glue, press, tidy).
• Provide teacher read-aloud of directions and sentence stems.
• Allow students to respond by speaking or pointing to vocabulary cards rather than reading.